Each of the six sections of our website presents a unique and compelling learning experience for our users, and we hope that our website can help you, the teacher, in teaching issues relating to Digital Copyright Infringement to your students. To facilitate your teaching, we will include a short introduction of the purpose and learning outcomes of each of the sections of our website.
Back to topCopyright and DCI
After reading this section, readers should be able to:
Possess a basic understanding of the concept of copyright, and apply this understanding to their examination of Digital Copyright Infringement and other copyright-related issues
Possess basic knowledge of the Berne Convention and its roles in instituting national treatment and a minimum level of copyright protection among its signatories
Demonstrate an awareness of the possibility of permitted reproduction of copyrighted works under certain circumstances
Distinguish between fair use and copyright violation in clear-cut examples
DCI Inside Out
After reading this section, readers should be able to:
Demonstrate basic knowledge of what software, music, film and television programmes are
Explain the key methods through which copyright infringement of software, music, film and television programmes
Show an appreciation of the rough extents to which the four types of copyright infringement are practised (regurgitation of exact statistics is not required)
Explain several key reasons behind the practise of digital copyright infringement
Measures against Digital Copyright Infringement
After reading this section, readers should be able to:
Show an awareness of the fact that various different measures are taken to counter DCI
Explain the ways through which educational campaigns, legislations, lawsuits, Digital Rights Management and copy protection, broadcast flags, product activation and Windows Genuine Advantage each attempt to counter DCI
Demonstrate an understanding that many of these measures are not without loopholes and controversies
Arguments against Digital Copyright Infringement
After reading this section, readers should be able to:
- Outline key arguments against DCI
Arguments supporting Digital Copyright Infringement
After reading this section, readers should be able to:
Show an understanding that there is some controversy on the ethics of DCI
Outline key arguments supporting DCI
Alternatives to Copyright Infringement
After reading this section, readers should be able to:
- Demonstrate an understanding that legal alternatives to copyright infringement exists (a thorough analysis of the merits and disadvantages of each alternative is not expected)
Teaching guidelines
We’ve come up with a short list of methods through which topics concerning Digital Copyright Infringement can be taught in an interesting and efficient manner. Teachers should combine the suggestions below with their expertise and their knowledge of the students’ learning styles to formulate the optimum teaching plan.
Group discussion: Group discussions would enable the student to process the information, especially those on the DCI debate proper, and check her understanding of the issues involved. A teacher’s occasional supervision would be helpful in ensuring that the discussion stays on track and in clarifying any doubts the students might have on the topic.
Group project: Doing a group project on Digital Copyright Infringement would enable students to gain a more complete understanding of the issue and its implications. It will also be a good mechanism to check the student’s understanding of the topic.
Role play: A role play at least partially shifts the focus of the lesson from facts and content to fun and enjoyment, and may appeal to younger children. This may make students more receptive to the issues involved in the subject matter, as long as information is suitably incorporated into the role play. An assignment for the script for a role play might also be possible to facilitate the student’s appreciation of DCI while allowing for creative thinking to show through.
Class debate: Older students would be able to use the background information as well as some of the points listed on this site to debate on motions like “This house believes that copyright infringement is justified in developing countries”. A debate is expected to stimulate their thought on DCI further, and to enable them to deepen their appreciation of the complexity of the issue. Students should endeavour to go beyond the information listed on this site.
